ATHENA SWAN: ANALYSIS & ACTIONS

Transcription

1 ATHENA SWAN: ANALYSIS & ACTIONS The resource is designed to support self-assessment teams approach to analysis and the development of actions. It supports self-assessment team members ability to: 1. identify gender issues 2. identify how to generate actions for Athena SWAN 3. define a SMART action for Athena SWAN 4. produce a relevant action plan that will drive success. Page 1 of 13

2 EXERCISE 1: CRITICALLY REVIEWING OPPORTUNITIES This example is designed to help you think about how gender equality issues need to be identified at a basic level. Example 1 provides a real (de-identified) example of an institutional Athena SWAN application addressing career development. Identify gaps in the data and analysis presented. How might help to address these gaps? All development, support and progression policies and processes are available to all staff and the University encourages participation in these through a variety of communication channels. Where there is under representation of, or a specific need for, women to become more involved in these, HRD utilises the HR business partners and the University Staff networks such as the Women s Network. Performance Development Review Academics are supported in their career development through the University s appraisal scheme: Performance and Development Review (PDR). The focus of PDR is dedicated time to discuss career objectives in a supportive environment with their Line Managers. The core purpose of the process is setting and working towards agreed objectives covering all aspects of an individual s responsibility and development. The process is to ensure that career aspirations are met through steady progress against these objectives while maintaining an appropriate work-life balance. The process is adaptable to career breaks. Researcher development The University recognises the crucial role played by research staff in achieving its research and innovation ambitions and is committed to the principles of the 2008 Concordat to Support the Career Development of Researchers, an agreement between funding councils and UK Universities. Research staff, academics, and postgraduate researchers can take advantage of a range of services and professional development opportunities, including careers advice and bidding support through researcher training and development programme. The Early Career Research Scholarship The scheme was established four years ago to support early career researchers of outstanding potential. Successful applicants will receive a bursary of 2,000 over two years to meet research expenses, a minimum research workload allocation of 20% (over two years) and support from a dedicated academic mentor. Mentoring Mentoring enables an individual to benefit from the experience of a more experienced colleague who can pass on knowledge and open doors to otherwise out-of-reach opportunities. The mentoring relationship is therefore not generally a line management role, but usually involves someone with more experience than the mentee in the role of the mentor and can be particularly effective in times of transition (e.g. as a new staff member, Page 2 of 13

3 during a programme of study or when taking on additional roles and responsibilities). It is also a useful career development tool. Mentoring can be a short-term arrangement until the original reason for the partnership is fulfilled (or ceases), or it can last many years. In the case of a new staff member, it is recommended that he/she be appointed a mentor for the duration of the probationary period to enable them to settle into the organisation. Mentoring is available to all staff. Research conferences Every year, the University proudly hosts a number of distinguished international conferences, organised by research colleagues alongside professional staff within Conference Services. For the 'high profile' Healthcare programmed sessions, two out of the five from the School of Health Sciences involved female session chairs. We also host our own Postgraduate Research Conference. This is a forum for developing research and offering a space for postgraduate researchers from all disciplines to exchange ideas. The two-day conference is run annually, hosted by Research & Innovation. The conference allows the University to raise its international profile and gives academics an invaluable networking opportunity. Research Excellence Awards With greater emphasis being placed on universities demonstrating the excellence of their research both within, and beyond academia, and a step change in evidencing research excellence by government, regulators and funding bodies, the University is well placed to promote the excellence of its research across the University and to external partners and communities. These awards celebrate the excellence in the University s research community, following annual competition with a maximum total of two awards being made to an individual researcher, or a research team, one of which is to be an early career researcher. All University academic staff are eligible to apply. Page 3 of 13

4 EXERCISE 2: WORKING WITH QUANTITATIVE DATA This example helps you think about how to present and respond to quantitative data effectively Presentation of quantitative data should: Be clear Provide a basis for further analyses Be presented in a way that is appropriate to the data set and raw numbers. This is an excerpt from a real Athena SWAN application, under the departmental question on Recruitment. What are most useful aspects of the quantitative data and analysis presented? Are there elements you might enhance? Do the actions reflect the key gender equality issues? Between 2013/ /16, a majority of recruitment was at Research Assistant (grade 6), Research Associate (grade 7) and Lecturer (grade 8); only 6 appointments were made at Senior Lecturer (grade 9) (1F:1M) and Professor (grade 10) (1F:3M) (Chart 70) (AP1.2.1). 2013/14 applications through to appointments were broadly balanced between grades 6 and 9 (Table 49), with 1F:2M at grade 10. Page 4 of 13

5 2014/15, female success rates between grades 6-8 are slightly higher than male at shortlisted (17%F: 13%M) and appointed (9%F: 5%M) stages (Tables 53-54). No grade 9 recruitments took place. The grade 10 was a returning Emeritus Professor (M) on a selfsecured (non-advertised) external research contract. 2015/16: the trend continues for (slightly) higher female than male success rate at shortlisted (16%F: 11%M) and appointed (7%F: 5%M) stages, except at grade 6 (9%F: 21%M shortlisted; 6%F: 14%M appointed) (Tables 56-57). There were no suitable applicants for grade 9 recruitment. There were no grade 10 posts. Overall, female applications remained stable (44%-43%), appointments increased marginally (48% 52%) (Tables 49-57). Female grade 8 applicants decreased 42% (2013/14) to 31% (2015/16); female shortlisted candidates fell (47%-36%); offers 41% to 40%; and appointments 46% to 36%. Women have a better success rate across all grades in each of the three years reported (the re-engagement of an Emeritus Professor excepted). Albeit in small numbers, women are increasingly more likely to turn down an offer than men (2013/14: 2F:3M; 2014/15: 2F:1M; 2015/16: 3F:0M). We will request feedback from Page 5 of 13

6 refusers to inform adjustments; and promote the Partner Career Transition Policy to encourage staff in a dual-career partnerships (grade 8 grade 10) to accept offers (AP2.1.5). Future vacancy Further Particulars will better highlight equal opportunities policies, including part-time and flexible working arrangements; providing links to our E&D webpages, and including Athena SWAN branding. A statement welcoming underrepresented groups will also feature; including women (grade 9- grade 10), men (PSS), and BME applicants (AP2.1.1; AP2.1.4). Shortlisting committees, which must include (minimum) 1F:1M, score candidates against a matrix listing essential and desirable criteria (1-4 scale; does not meet requirements to exceeds requirements ), and must justify any gender imbalance (AP2.1.3). The action plan embeds mandatory shortlisting and interview scoring sheets for review/audit (AP2.1.3). Interview panels must also include (minimum) 1F:1M. All members complete mandatory online training Recruitment and Selection, Diversity in the Workplace, and Unconscious Bias (AP1.1.4; AP2.1.2). Compliance will be monitored and enforced via a departmental training database (AP1.2.3). We will also require Recruiting Managers to complete Recruiting for Excellence training (AP2.1.2). The lack of recent female grade 10 external appointees will be addressed through staff development and, when posts are available, targeted recruitment (AP2.1.4) Objectives: AP1.1.4 Introduce mandatory E&D and Unconscious Bias training for office bearers. AP1.2.1 Statistically monitor gender balance across the department and measure progress of AS over time. AP1.2.3 Ensure office-bearers and staff on decision-making panels have completed training. AP Ensure a fair and transparent recruitment process, free from gender bias. AP2.1.3 Embed gender aware recruitment shortlisting. AP2.1.4 Promote recruitment of women at professorial level, to redress grade 10 gender disparity. AP2.1.5 Optimise the number of grade 8 grade 10 staff who accept an offer, particularly female staff. Page 6 of 13

7 EXERCISE 3: QUALITATIVE ANALYSIS; SUPPORT FOR MATERNITY LEAVE IN A DEPARTMENT This material is included to help you think about using qualitative data to supplement quantitative data. Considering the quantitative data table below, why might you gather qualitative data to supplement this information? Considering the narrative, what further investigation would you recommend the department undertakes, and are there any actions you could recommend? Over a period of three years, three members of staff in a department took maternity leave and all returned to work. However, a focus group with these staff revealed issues that staff were forced to overcome. One staff member received outstanding support from her line manager, who ensured that work was covered and made representations on her behalf regarding the flexibility of the teaching timetable and avoiding the burden of developing a new module on her return. One staff member cut down on the amount of leave she initially planned to take, after hearing from colleagues in her group that contingency plans for the cover of essential work and the extension of research funding had not been put in place. One staff member felt forced to work throughout her leave on activities including marking. On her return to work she asked to be transferred to a teaching-only pathway, whilst continuing full-time. However, she expressed concern that this pathway may not be valued in the department. Page 7 of 13

8 EXERCISE 4: DEFINING ACTIONS This exercise helps you think about how to better link your data and analysis to your Action Plan. Two example parts of de-identified Action Plans submitted as part of Athena SWAN applications are presented. For each, consider and discuss the following questions: 1. Are the actions S.M.A.R.T.? 2. Would you be able to action the points and report that they had been completed successfully? 3. Could the actions be improved? Page 8 of 13

9 Action Plan Example 1 Page 9 of 13

10 Action Plan Example 2 Page 10 of 13

11 EXERCISE 5: ACTION PLANNING IN CONTEXT This material is designed to help you think about creating actions. What would you suggest in response to these scenarios? A department identifies that the key fall in the representation of women at senior grades is between lecturer and senior lecturer. Scenario A The number of applications from women for externally advertised senior lecturer posts is far below the national average for post-holders in the field. Scenario B The number of applications from women for externally advertised senior lecturer posts is in line with the national average for post-holders in the field, but the conversion rate for application to appointment of women is half that of men. Scenario C The department has a large proportion of female lecturers, but these staff report that their skills as lecturers mean that they have been pigeon-holed as teaching specialists at their appraisals. Analysis of workload allocation shows that these staff spend twice as much time on teaching activities as their male equivalents. Page 11 of 13

12 EXERCISE 6: DEVELOPING ACTIONS This exercise helps you synthesise information and identify gender equality actions using the SMART (Specific, Measurable, Achievable, Relevant and Time-bound) framework. Discuss the gender equality issues you identify in the following scenario, and ideas for how you might address them. Start to describe your responses as SMART actions. You can use the action plan template to sketch out your responses. Note that when constructing your full submission, you will have further contextual information from your self-assessment to draw on. A department explores progression and reward structures. They identify the following: Quantitative data: o Academic women are well-represented in the department until Reader and Professor grades levels o Academic women apply for promotion in proportionally lower numbers than men, and are proportionally less successful o The senior management team and departmental research committee each only include one female member of staff: the departmental manager o Four women in the department have taken part in the Aurora leadership development programme SAT members experiential and empirical data: o Mid-career academic female SAT members have not been encouraged to apply for promotion o Male staff that have been promoted identify the importance of advocacy of the importance of their research to their case o Research has been the primary driver of successful promotion cases Qualitative data from staff survey: o Usefulness of Appraisal and Development Review for planning career advancement is rated lower by academic women o Women are less likely to agree that the full breadth of their role is recognised Exploration at departmental away day: o All staff identify with a culture of individualism in the department o Women are praised for their roles in teaching, and are more often recipients of institutional student experience awards o Women s teaching activities have been encouraged by senior colleagues o Staff that have undertaken the Aurora leadership development programme have seen no increase in their opportunities to apply their leadership skills Page 12 of 13

13 Issue identified Action no. Action (i.e. what and how) Timescales (including review points if relevant) Responsibilities (including separate accountability if necessary) Success measures (how you will know you have been successful) = Look again at any action where you have used words like monitor, review or update : could you have been more proactive here? = Will success measures allow you to demonstrate positive impact; showing that by doing the action things have got better (if this is the case)? Page 13 of 13